பாகிஸ்தானில் இந்துமதம், புத்தமதம் ஜைனமதம் பள்ளியில் சொல்லித்தர ஏற்பாடு.
இந்துமதம் பற்றிய பாகிஸ்தானின் கற்பனைகளை விட்டுவிட்டு, இந்துமதம் பற்றி இந்து சான்றோர் படிப்பிக்கும் அணுகுமுறையோடு சொல்லித்தருவார்கள் என்று நம்புவோம்.
அப்படி அவர்கள் சொல்லித்தந்தால், வெகு விரைவிலேயே மீண்டும் பாகிஸ்தானிய சகோதரர்கள் இந்துமதத்திற்கு திரும்பி இறைவழி சேர்வார்கள் என்றும் நம்புவோம்.
ஐபிஎன் செய்தி.
ஐபிஎன் செய்தி.
Pak school kids to have Hinduism lessons
Islamabad: The Pakistan government has decided to include brief lessons about religions including Hinduism, Buddhism and Jainism in the revised national curriculum for history subject for middle school students.
The students in classes VI to VIII will also be provided information about various civilisations of South Asia, starting from the Indus Valley civilisation.
The education ministry has reportedly sent curriculum guidelines to the provincial textbook boards for formulation of books in detail for such classes.
The curriculum’s main objective is to create awareness about various ancient civilisations that developed over centuries in South Asia, especially in areas now constituting Pakistan, reported the Dawn.
The curriculum starts with highlighting the importance of the discipline of history. For class VI, it covers the period from Indus Valley civilisation to the end of the Delhi Sultanate (1,500BC to 1,526AD).
In particular, it focuses on the civilisation and social advancements made by the people of Mohenjodaro and Harappa.
The second chapter for class VI will focus on social, economic and religious systems of that time period in which salient features of Hinduism will be discussed besides explaining how Buddhism and Jainism differ from Hinduism.
The next two chapters will be on the arrival of Arabs and the conquest of Sindh by Muhammad bin Qasim to Mahmud of Ghazna, Shahabuddin Muhammad Ghauri and the Slave, Khilji, Tughlaq and Lodhi dynasties and their subsequent decline.
Students of class VI will also be learning about major Sufi orders and saints, and their contribution in the spread of Islam followed by the evolution of Indo-Muslim culture with particular reference to their contribution in arts, science and architecture.
The curriculum for the class VII will be focusing on the Mughal Empire; its foundation, consolidation contribution and disintegration (1526-1857).
Starting with factors that contributed to the conquest of India by Babur, learning outcomes also include administrative reforms of Akbar, poetry, miniature, painting and music of Nur Jehan, Jehangir’s passion for dispensation of justice, and Shah Jahan’s contribution to culture and architecture.
2 comments:
இந்த வேலை இந்தியாவில்தான் முதலில் நடக்கவேண்டும்.
இந்தியாவில் பிறந்தும், இந்துமதம் பற்றிய அறியாமைகளுடன் இருக்கும் இந்துக்களையும் இஸ்லாமியரையும் பார்க்கும்போது அப்படித்தான் தோன்றுகிறது
"Suras-like-it" from other scriptures!
Though the challenge we see in verses 10:38, 11:13 and 2:23 to produce a `SURA-LIKE-IT' appears to have been directed towards unbelievers of prophet Muhammed's time, Muslim scholars have invariably interpreted this challenge to be relevant for all times[1,2,3]. Their observation is perhaps correct, for otherwise many of the commandments in the Qur'an, though appear to have been addressed to solve the problems of the people of that time, would then have to be also considered irrelevant to the present.
Though Islamic scholars boast that the challenge to produce a `SURA-LIKE-IT' has not been met so far, none of them tell us how they came to this conclusion. Nor they tell us the list of `suras' that were compared with those in the Qur'an.
Here I have produced 5 `suras' from other religious scriptures as a challenge to Suratul-Ikhlas, one of the most impressive ones in the Qur'an. In fact prophet Muhammed valued the recitation of this sura as equivalent to one third of the whole Qur'an[4]. The verses I have chosen here as a challenge to sura 112 also talk about the unity of God, His eternal nature and other attributes. Can Muslims compare these translations (at least) and tell me how they are inferior to Suratul-Ikhlas? I have also produced the respective transliterations, so that at least an attempt can be made to compare their eloquence. But mind you, the poetic elegance of any work cannot be appreciated unless we are very familiar with the concerned language! Even then, eloquence is more a subject of personal liking than an indication for truth! Prophet Muhammed (or Allah), I believe, wouldn't have based his (or His) challenge on the Qur'an's poetical merit alone to prove his (or His) case! Moreover, as repeatedly emphasized by other writers in these pages, eloquence alone can never be taken as a criterion for Truth!
To read more:
http://www.answering-islam.org.uk/Quran/Miracle/hindu.htm
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